Using Call of Duty: Black Ops to Enhance Cross …



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USING CALL OF DUTY: BLACK OPS

TO ENHANCE CROSS-CURRICULAR ACTIVITIES

WITH HIGH SCHOOL SENIORS IN THE AMERICAN HISTORY CLASSROOM

Written by

Samuel Pabón Jr.

May 2011

Table of Contents

Teaching Guide Overview 3

Wait. Stop. What? 3

Call of Duty: Black Ops Description 3

Call of Duty: Black Ops ESRB Rating 5

Using Call of Duty: Black Ops in the Classroom 5

The Advantages of Teaching with Games 6

To Game or Not to Game 7

Goals and Objectives 7

Grade Level Standards and Content Area 8

Where the Game fits into the Curriculum 8

What Teachers Need to Know Before Beginning 9

Hardware Requirements 9

Lessons Overview 9

Lesson One 10

Lesson One Goals and Objectives 10

Lesson One Setup 10

Lesson One Activity/Gameplay 11

Lesson One Follow-up/Debriefing 12

Lesson One Extensions 13

Lesson Two 13

Lesson Two Goals and Objectives 13

Lesson Two Setup 14

Lesson Two Activity/Gameplay 14

Lesson Two Follow-up/Debriefing 15

Lesson Two Extensions 16

Teacher Resources 17

References 18

About the Author 19

Appendix 20

Teaching Guide Overview

How do we help students develop an active interest in modern, post World War II, United States History? How do we encourage students to develop a healthy curiosity for the complex political considerations that accompany decisions by elected officials to choose military action over diplomacy? How do we get students to stop playing video games, and start hitting the books?

Wait. Stop. What?

Educators should try to utilize the same kinds of “tools” that students are already using on their own time. Imagine if we were not allowed to use the internet to find resources and/or references for writing assignments, traveling directions, etc. What if teachers still had to hand-write lesson plans in those clumsy books instead of on the computer or a web-based application? Well, this guide cannot help with the fact that some schools still force teachers to waste time on antiquated methods of lesson planning.

However, this teaching guide is intended to help educators meet students at their level, and inspire those students to seek out the historical foundations for one of the bestselling video game titles to date, Call of Duty: Black Ops. Due to the ESRB rating (Entertainment Software Rating Board), this guide is intended for educators teaching 12th grade high school students. There are sufficient and historically accurate references made, as well as several embedded conspiracy theories, during game play. These references will provide an American Studies and/or a World History class, studying political events and/or military actions that took place during the Cold War era, enough topics for rigorous discussions and/or debates.

While this game was not specifically developed as an “educational” video game, this teaching guide has been aligned with Florida Sunshine State Standards, as well as Common Core Standards in order to provide students with an immersive and engaging environment that will encourage them to enthusiastically engage in a hands-on approach to their learning.

Call of Duty: Black Ops Description

Whether you are a Call of Duty veteran, or you are new to this particular first-person shooter (FPS) franchise, Call of Duty: Black Ops delivers endless hours of intense and immersive game play. This latest installment of “The best-selling franchise of all time on XBOX 360®” (according to the game packaging) offers three methods of play that deliver countless hours of playability. Players may choose between:

1. Epic Single-Player game mode,

2. Acclaimed Multiplayer game mode, and

3. Four-Player Co-op Zombies game mode.

While this teaching guide will focus on the Epic Single-Player mode of play on the XBOX 360® specifically, the game is also available on the Playstation-3®, as well as in a PC version.

Like most FPS games, Call of Duty: Black Ops provides players with several options to customize some of the game settings in order to fit personal preferences. Some of these adjustable settings include: controller settings, aim assist, look sensitivity, graphic content filter, and subtitles. It is highly recommended that the “graphic content filter” be employed during in-school game time.

[pic] Call of Duty: Black Ops begins with the main playable character, Alex Mason, being interrogated by unknown people. This interrogation cut-scene will be utilized throughout the game to provide the player with increasing tidbits of information, in addition to providing a segue to different missions. The game missions mostly take place in Vietnam, during the height of the cold war, and in other places such as Cuba and Russia. Alex Mason is a covert CIA operative that seems to have missing gaps of information in his memory. Each new interrogation cut-scene followed by a new mission uncovers some of the fog in Alex Mason’s memory. Eventually, the interrogators will be revealed in an interesting plot-twist.

Game play is fairly intuitive. New players may have to deal with the occasional frag grenade being thrown when first getting accustomed to the controls. There may be times during certain missions when it may not be immediately apparent how the character is supposed to proceed. A new player may spend time trying to find a different route around an obstacle without realizing that dropping to the ground, and belly-crawling will get them past that obstacle. These are minor challenges that actually may add to the ambience of the frantic pace and nature of the missions in Call of Duty: Black Ops.

All in all, Call of Duty: Black Ops lives up to the high expectations veteran players have come to demand of the franchise designers/developers, and is sure to provide countless hours of immersive and exciting game play.

Call of Duty: Black Ops ESRB Rating

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. On the game case, this game receives an ESRB (Entertainment Software Rating Board) content rating of “M” (mature 17+). The ESRB provides the following content descriptors that may have been the reason behind Call of Duty: Black Ops receiving a rating of “M”.

• Blood and Gore: Depictions of blood or the mutilation of body parts

• Intense Violence: Graphic and realistic-looking depictions of physical conflict. May involve extreme and/or realistic blood, gore, weapons and depictions of human injury and death

• Strong Language: Explicit and/or frequent use of profanity (ESRB Content Descriptors, para. 1).

Using Call of Duty: Black Ops in the Classroom

When properly planned, using Call of Duty: Black Ops in the classroom provides students with a level of immersion that is otherwise very difficult (if not impossible) to duplicate. The same intensity and realistic representations of armed conflict that has garnered this game an ESRB rating of “M”, is what will provide students with the necessary stimulus to develop a better understanding of some of the decision points that influenced a Cold War era generation.

How else can students appreciate the complexities involved with “embedded combat journalists”? Students will have to attempt to record written accounts of what they witness as they “follow” their assigned combat operative. Students without signed permission slips will not be left out. They will experience the stress and intensity of an editor under pressure to meet deadlines while reviewing and editing reports submitted by their embedded combat journalists.

By having students play one mission at a time, from one interrogation cut-scene to the next interrogation cut-scene, followed by time for debriefing, they will have an opportunity to appreciate the complexities of combat operators and embedded journalists working together. Debriefing will serve to simulate how journalists and combat operators interact with each other, as well as other combat operators/journalists, after missions to exchanged gathered information, to document detailed descriptions of events, and to ensure facts remain intact.

The Advantages of Teaching with Games

We are well into the information age, and educators are at the forefront of this paradigm shift. National University Associate Professor, Ted Henning, asked whether students agreed or disagreed with the argument presented by Prensky, Gee and other researchers, “...that video games and technology have fundamentally changed the way students have learned how to learn” (Personal communication, April 10, 2011). Karen Cator, Director of the Office of Educational Technology, U.S. Department of Education, answers this question best in an interview with ASCD’s Educational Leadership magazine where she explains that 21st century literacy involves the requirement to be able to make informed judgments when it comes to implementing technology. She further states that there is usually a tradeoff between what is gained versus what is lost when a new technology is implemented (2011). Additionally, in another ASCD article, Digitally Speaking, classroom teacher/author, William M. Ferriter, says that 21st century teachers must be digitally resilient. He goes on to describe digital resilience as “...determination in the face of blocked websites, failing services, antiquated tools, and technology decisions that aren’t aligned with a new vision of teaching and learning” (2011, p. 86).

To Game or Not to Game

In the article, Games and Learning, Diana G. Oblinger, states that educators should think about “...how best to add games to the educational tool set, blending them with other activities. Integration requires an understanding of the medium and its alignment with the subject, the instructional strategy, the student’s learning style, and intended outcomes” (EDUCAUSE Quarterly, 2006). Like any other tool, commercial video games, when implemented properly as part of the learning process, truly can bring a subject alive for students and generate enthusiasm like never before. The CITEd Research Center (Center for Implementing Technology in Education) states that students receive more benefit from games and simulations when guidance is provided. The teacher has to develop some "prior knowledge" before assigning video games as a learning tool. Honest excitement and motivation from the teacher regarding "why" the video game is being implemented will help to foster similar feelings in most students.

Goals and Objectives

After completing the lessons in this training guide, students will be able to:

1. Summarize and infer the political ramifications of events that contributed to United States foreign policy specifically during John F. Kennedy’s presidency.

2. Compare and contrast public opinion of events surrounding the Bay of Pigs Invasion and/or the Cuban Missile Crisis against their own opinion surrounding the attacks that took place in the United States on September 11, 2001.

3. Analyze and evaluate established facts versus unsubstantiated conspiracy theories that are interwoven in the Call of Duty: Black Ops story-line.

4. Employ a variety of electronic media in order to develop and illustrate an accurate timeline detailing all of the major events in United States history from the election of President John F. Kennedy to the evacuation of the United States embassy in Vietnam.

5. Compare and contrast public opinion of events surrounding the Vietnam War and/or the Cold War against their own opinion surrounding the current military actions in Iraq, Afghanistan, and Libya and/or the Global War on Terror.

Grade Level Standards and Content Area

In order to foster the implementation of cross-curricular activities, this teaching guide addresses the following standards:

Florida Sunshine State Standard 5 | Social Studies | 9-12

SOC-9-12-A.5.6. The student understands the political events that shaped the development of United States foreign policy since World War II and knows the characteristics of that policy.

Florida Sunshine State Standard 2 | Language Arts | Writing | 9-12

LA-9-12-B.2.1. The student writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media.

LA-9-12-B.2.4. The student selects and uses a variety of electronic media, such as the Internet, information services, and desktop publishing software programs, to create, revise, retrieve, and verify information.

Common Core Standards | English Language Arts | Grades 11-12

Production and Distribution of Writing

ELA-W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Where the Game fits into the Curriculum

Students should be learning Cold War era American History. Before incorporating Call of Duty: Black Ops into the curriculum, teachers should have already covered the politics and tensions that existed between the United States, Russia, and Cuba leading up to, during, and after the failed Bay of Pigs invasion, and the subsequent Cuban missile crisis. Additionally, teachers should have covered the details surrounding pre/post United States involvement in Southeast Asia and the Vietnam War. Finally, teachers should ensure that they cover known facts versus conspiracy theories surrounding and leading up to the assassination of President John F. Kennedy since the game makes interesting use of these details.

What Teachers Need to Know Before Beginning

Before incorporating Call of Duty: Black Ops (or any other video game) into the curriculum, teachers should play the game completely through to the end in order to anticipate discussion points and/or challenges. Students will need to have their own profiles on the console in order to save their progress throughout the game. This is a fairly quick and straight forward process. Since the game will be played on the local console instead of online, teachers should instruct students to use their real names. In order to maximize class time, the teacher should go through the instructions to configure the systems for “optimal experience” by adjusting the viewable areas of the screen, etc. ahead of time.

Keep in mind that the game is violent and still uses profanity even with the “graphic content filter” engaged. Teachers should have students provide signed permission slips before allowing them to play (Appendix). If a student(s) is not able to provide a signed permission slip, this teaching guide provides an alternative option for that student(s) to play the role of “editor”. Teachers will have to provide some time for students to play through “supporting” missions in order to get to the missions that are most applicable to this teaching guide. The game will generate curiosity around conspiracy theories; be prepared to discuss.

Hardware Requirements

• One XBOX 360® and Call of Duty: Black Ops for every four students in class

• One wired/wireless controller for each XBOX 360® console

• One TV, projector, or monitor with audio/video inputs for each XBOX 360® console

Lessons Overview

Due to the complexities of the information targeted for this teaching guide, teachers should plan to allow roughly three to five days (per one hour class) to adequately cover each lesson. This training guide is flexible enough to accommodate a variety of class schedules and/or hardware limitations. Students will be assigned to work together in teams of two (one operator/one journalist), and two teams will be assigned per console (four students). Allow the students just a few minutes to familiarize themselves with the controller options by reviewing the instructions that are enclosed in the game packaging. The first mini-mission will actually act as an introduction to some of the basic controls.

During gameplay, teachers will act as facilitators offering assistance and/or suggestions as needed. In order to help students begin to relate with the mental stress and tension experienced by real-world operators, the student playing role of journalist should also act as a time-keeper and encourage their teammate to stay on track to complete the first objective (escaping from the airfield and listening to the follow-on interrogation cut-scene) within 20 minutes. After completing this first objective, the second team will play.

Lesson One

This lesson is designed to set the stage for discussing U.S. actions leading up to the failed Bay of Pigs invasion, and the subsequent Cuban Missile Crisis, which may have been directly triggered by this failed attack.

Lesson One Goals and Objectives

Upon successful completion of this lesson, students will be able to:

• Summarize the involvement of Richard M. Nixon, Dwight D. Eisenhower, Robert F. Kennedy, John F. Kennedy, and the CIA in the Bay of Pigs Invasion.

• Discuss and explain how the attempted Bay of Pigs invasion contributed to Fidel Castro’s distrust of the United States and the subsequent Cuban Missile Crisis.

• Compare and contrast public opinion of events surrounding the Bay of Pigs Invasion and/or the Cuban Missile Crisis against their own opinion surrounding the attacks that took place in the United States on September 11, 2001.

Lesson One Setup

Students will need to have their own profiles on the console in order to save their progress throughout the game. The teacher should provide an overview of the lesson, split the students into their two-person teams, and select which two teams will share consoles. Allow students just a few minutes to customize their controller options (look inversion, sensitivity level, etc.). The teacher should provide some of the back-story and inform students that they are either CIA special operatives, or an embedded journalist traveling with the operative on his/her mission(s).

Review the details of how Fidel Castro led the revolution in Cuba that resulted in his taking power. Discuss how his political ideology strained the relationship with the United States, and how this lead to the attempted Bay of Pigs Invasion. Discuss some of the factors that contributed to the failure of the invasion such as changing the original plan of attack, discontinuing air support, etc. Provide insight into how these circumstances were affecting the presidency of John F. Kennedy, and how the failed attempt to remove Fidel Castro from power may have been the catalyst that encouraged the Cuban/Russian relationship that lead to the Cuban Missile Crisis.

Teachers should also foreshadow how these events may have put pressure on President Kennedy to hastily involve the United States in Southeast Asia (which will be part of Lesson Two activities).

Lesson One Activity/Gameplay

Students need to logon to the profile the teacher has already set-up for them. In order to get started:

1. Turn on the Xbox

2. Use the controller’s Left Stick (LS) or D-Pad (DP) in order to select “My Xbox” (The Call of Duty: Black Ops (COD:BO) game cover will be displayed)

3. Use the LS or DP to select “Sign In”

4. Press the “A” button

5. Use the LS or DP to select the proper student profile

6. Press the “A” button

7. After loading, the selected profile will be displayed in the top right corner of the screen

8. LS or DP to select “My Xbox” again (The COD:BO game cover will be displayed)

9. Press the “A” button on the COD:BO image

10. If this is the first time COD:BO is being loaded, follow the on-screen instructions to configure the system for “optimal experience”

11. Use the LS or DP to select “CAMPAIGN” by pressing the “A” button.

12. If this is the first time playing, select “NEW GAME” and press the “A” button. If the student is continuing, they may select “CONTINUE MISSION”.

13. If this is the first time playing, it is recommended to select “RECRUIT” as the game’s difficulty level.

14. The first operator (student) should play through until the end of the mission where the team has to escape from a Cuban airfield.

15. Students should listen to the entire interrogation cut-scene, and save the game when the next mission is ready to begin.

Lesson One Follow-up/Debriefing

Once all teams have played, the teacher should allow time for the students to brainstorm and discuss what they have experienced. The teacher should guide the discussion and ask questions that will encourage thought and debate amongst the students.

• Do you think it is possible that the United States may have assassinated Fidel Castro look-alikes?

• Is it possible that Fidel Castro was informed of the pending Bay of Pigs Invasion?

• Since United States operations have been compromised by foreign intelligence operations before, is it possible that Russia informed Fidel Castro of the pending Bay of Pigs Invasion?

Together in their assigned teams, students will research, develop and verbally present a slideshow summarizing the influence/involvement of Richard M. Nixon, Dwight D. Eisenhower, Robert F. Kennedy, John F. Kennedy, and the CIA in the Bay of Pigs Invasion. The presentation must compare and contrast the original plan versus the plan which was actually implemented for the Bay of Pigs Invasion. Additionally, student teams should discuss how the resulting political tension/animosity between the United States and Cuba lead to the Cuban Missile Crisis.

Lesson One Extensions

Have students interview their parents/guardians about what they recall from having lived during the time of the Bay of Pigs Invasion and the tensions surrounding the Cuban Missile Crisis. Then, have students write a two-page double-spaced paper comparing and contrasting their parents’/guardians’ recollections and emotions against their own memories and feelings of the attacks that occurred September 11, 2001. Students should hypothesize how things may have been different if the United States had been successful in removing Fidel Castro from power.

Lesson Two

This lesson builds on Lesson One, and is designed to set the stage for discussing United States involvement in Vietnam, and the subsequent evacuation of United States forces after the Tet Offensive.

Lesson Two Goals and Objectives

Upon successful completion of this lesson, students will be able to:

• Analyze and assess how some of the failures attributed to John F. Kennedy’s presidency (Bay of Pigs Invasion, Russian/Cuban mandated terms to end the Cuban Missile Crisis, etc.) may have been the deciding factors to escalate United States involvement in Vietnam.

• Analyze and evaluate established facts versus unsubstantiated conspiracy theories that are interwoven in the Call of Duty: Black Ops story-line.

• Employ a variety of electronic media in order to develop and illustrate an accurate timeline detailing all of the major events in United States history from the election of President John F. Kennedy to the evacuation of the United States embassy in Vietnam.

• Compare and contrast public opinion of events surrounding the Vietnam War and/or the Cold War against their own opinion surrounding the current military actions in Iraq, Afghanistan, and Libya and/or the Global War on Terror.

Lesson Two Setup

The teacher should provide an overview of the lesson. In order to simulate the uncertainties of real-world combat journalism, teachers should split the students into new two-person teams, and select which two teams will share consoles during this lesson. The teacher should continue to provide some of the back-story and inform students that they are either CIA special operatives, or an embedded journalist traveling with the operative on his/her mission(s). Allow students some more time to make adjustments to their previous controller customizations, if necessary (look inversion, sensitivity level, etc.).

Review how the events covered in Lesson One may have put pressure on President Kennedy to hastily involve the United States in Southeast Asia. Discuss how President Kennedy may have looked at involvement in Southeast Asia as a way to potentially achieve a “win” against the spread of Communism in order for his presidency to rise above the embarrassment of the failed Bay of Pigs invasion, and the subsequent terms negotiated with Russia to end the Cuban Missile Crisis.

Teachers should discuss some of the prevailing conspiracy theories surrounding the assassination of President Kennedy, and the plausibility of some of those theories. Encourage respectful debate.

Lesson Two Activity/Gameplay

Students need to logon to the profile the teacher has already set-up for them. In order to get started:

1. Turn on the Xbox

2. Use the controller’s Left Stick (LS) or D-Pad (DP) in order to select “My Xbox” (The Call of Duty: Black Ops (COD:BO) game cover will be displayed)

3. Use the LS or DP to select “Sign In”

4. Press the “A” button

5. Use the LS or DP to select the proper student profile

6. Press the “A” button

7. After loading, the selected profile will be displayed in the top right corner of the screen

8. LS or DP to select “My Xbox” again (The COD:BO game cover will be displayed)

9. Press the “A” button on the COD:BO image

10. Use the LS or DP to select “CAMPAIGN” by pressing the “A” button.

11. Select “CONTINUE MISSION”.

12. The first operator (student) should play through the Vietnam mission as far as possible in the time allotted (20 minutes).

13. Students should listen to the entire interrogation cut-scene, and save the game when the next mission is ready to begin.

Lesson Two Follow-up/Debriefing

Once all teams have played, the teacher should allow time for the students to brainstorm and discuss what they have experienced. The teacher should guide the discussion and ask questions that will encourage thought and debate amongst the students.

• Do you think President Kennedy increased United States involvement in Southeast Asia as a way to recover, politically, from the failure of the Bay of Pigs Invasion, and the Russian/Cuban mandated terms to end the Cuban Missile Crisis?

• Do you think public support, in the United States, for the Vietnam War would have been different if not for the reports/images provided by embedded journalists?

• Do you think that the official account/explanation of President Kennedy’s assassination is complete?

[pic] In order to fuse the two lessons, have students develop a detailed timeline that includes all of the major events in United States history from the day that President Kennedy was elected until the evacuation of the United States Embassy in Vietnam. Students should identify and correlate specific political events that influenced and shaped United States foreign policy. Encourage students to utilize their creativity and artistic abilities, in addition to any software application to which they may have access.

Lesson Two Extensions

Have students interview their parents/guardians about what they recall from having lived during the Vietnam War and the Cold War. Then, have students write a two-page double-spaced paper comparing and contrasting their parents’/guardians’ recollections and emotions against their own memories and feelings of the current military actions in Iraq, Afghanistan, and Libya and/or the Global War on Terror.

Teacher Resources

Call of Duty: Black Ops Video Review (Xbox 360)

Chris Watters infiltrates the Cold War for GameSpot in this video review of Call of Duty: Black Ops.

Call of Duty: Black Ops Tips/Hints Video and Mission Walkthroughs

GameSpot claims to be “The Go-To Source for All Things Video Games”:

Nobody knows games and gamers like GameSpot. Our love of games combined with our experience, innovation, and commitment makes GameSpot the standard for all things gaming. For 15 years, we've been 100-percent focused on games. We understand that today's gamers play for many different reasons, and we're able to engage this growing number of diverse gamers no matter why they hit play.

CIA | Freedom of Information Act | Bay of Pigs

The cornerstone of this collection is a two-volume, 400-plus page document consisting of (Volume I) the CIA Inspector General's (IG) Report on the CIA's ill-fated April 1961 attempt to implement national policy by overthrowing the Fidel Castro regime in Cuba by means of a covert paramilitary operation, otherwise known as the Bay of Pigs, and (Volume II), a commentary on the IG report written by the Directorate of Plans (DP), now known as the Directorate of Operations (DO). These two volumes are a rare side-by-side compilation of high-level government self-evaluation of its own performance in an historic and controversial event. The remainder of the collection is comprised of various documents, to include finished intelligence, National Security Council (NSC) briefings and Spanish-language documents.

Sam Pabón’s Ed-Tech Zone | A Focus on Educational & Instructional Technology

In addition to the wide range of posts dedicated to educational and instructional technology in general, teachers will also find posts specifically related to video games and learning.

References

ASCD. (2011, February). Transforming education with technology: A conversation with Karen

Cator. Educational Leadership, 68(5), 17-21.

ASCD. (2011, March). Digitally speaking: Becoming digitally resilient. Educational Leadership,

68(6), 86-87.

CITEd Research Center. (n.d.). Learning with computer games and simulations. Retrieved from



EDUCAUSE. (2006). Games and learning: Digital games have the potential to bring play back to

the learning experience. EDUCAUSE Quarterly, 29(3). Retrieved from



ESRB. (n.d.). Game ratings & descriptor guide: ESRB content descriptors. Retrieved from

.

About the Author

"The capability to learn is inherent in all of us. The only variable, then, is our own desire to learn." ~ Sam Pabon

Sam Pabon has an extensive background as an IT Professional with specific experience as a Security Administrator, Engineer, and Cyber Threat Analyst. Sam recently decided to transition into the education arena, and is pursuing a Master's in Educational & Instructional Technology from National University.

Sam's Philosophy of Education

As educators we should help facilitate goals and help cast a vision for students that will, not only, stretch their imaginations, but also their beliefs regarding what is possible. In order to accomplish this, we need to become and remain culturally aware regarding the diverse student populations we will interact with on our chosen playing field.

We are not just "teachers", we are "coaches":

• disciplining

• guiding

• mentoring

• encouraging

• motivating.

In the end, technology is something that should be embraced and respected, but not feared.

Appendix

PERMISSION TO PLAY CALL OF DUTY: BLACK OPS

I, _____PRINT FULL NAME_____, give my permission, as the parent and/or guardian of the student listed below, to view and/or play the Call of Duty: Black Ops video game which has been rated “M” by the ESRB (Entertainment Software Rating Board).

The ESRB provides the following rating summary:

This is a first-person shooter in which players control a U.S. soldier who works for the C.I.A. and participates in both well-known and secret events during the Cold War (e.g., skirmishes, stealth espionage, assassinations, and interrogations involving torture). Players use a wide variety of weapons such as pistols, rifles, machine guns, and explosives to injure/kill enemies. Combat can generate pools of blood and dismembered limbs. Players can use enemy bodies as human shields and execute them at close range. In one sequence, broken glass is placed into the mouth of a man while he is repeatedly punched, causing blood to spill from his mouth. Language such as 'f**k,' 'b*tch,' and 'sh*t' can be heard in the dialogue.



These games will be supervised, but will be separated from view and/or play by students without properly signed permission.

|STUDENT’S NAME (please print): |________________________ |

|PARENT/GUARDIAN NAME (please print): |________________________ |

|PARENT/GUARDIAN SIGNATURE: |________________________ |

|DATE SIGNED: |________________________ |

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